1. Welcome! Sign in at front table Find a spot Grab a snack (we will have more substantial snacks later ) Self assess on the Sticky Dot Poster at back of room We will start at 4:30ish

2. Digging Deeper into Systems, Inquiry, & Application Part 1: Systems Thinking name date email

3. Overview Session 1: – Systems Overview – Tools for teaching systems Session 2: – Inquiry- Beyond the Scientific Method – Application- The Design Process and Engineering

4. Goals Participants will: Understand Systems Thinking in WA science standards and beyond Engage with a variety of activities and lessons for teaching and learning about Systems Listen, talk, and share ideas with other teachers Access and understand a variety of tools for teaching the systems standards

5. About Me Use this slide to tell your science story

6. Introductions Name Grade District Building What do you hope to get from tonight?

7. Poster Check What do you observe about the data on the sticky dot posters? What inferences can you make?th

8. Blog & Wiki

9. Science Standards and MSP Overview

10. Systems in WA Science Standards 2003 Standards2009 Standards

11. EALRs 2003 Standards 1.Systems 2.Inquiry 3.Application 2009 Standards 1.Systems 2.Inquiry 3.Application 4.Domains of Science

12. Physical Science Life Science Earth & Space Science Domains (EALR 4) Cross Cutting Concepts and Abilities (EALRS 1 – 3) EALR 1: Systems EALR 2: InquiryEALR 3: Application

13. Uncovering Our Ideas about the Science MSP How Much of the Science MSP is : Systems Inquiry Application Life Science Earth Science Physical Science Make a Pie Graph on a piece of scratch paper

14. Grade 5 and 8 Science MSP Test Map Systems20% Inquiry30% Application20% Domains of Science30% Biology EOC Test Map Systems15% + Inquiry20-25% Application12-17% Domains of Science 45-50%

15. Domains of Science EALR 4- Lots of Standards! Domains of Science EALR 4- Lots of Standards! Systems, Inquiry, Application EALRs 1-3 Fewer Standards Systems, Inquiry, Application EALRs 1-3 Fewer Standards

16. Fist to Five Rate your current understanding of Systems Thinking… Fist = Huh??? (no understanding) 1 finger = initial understanding 2 = I’m looking forward to learning more 3 = I get it and I try to add to my instruction 4 = I intentionally teach systems standards in my science class 5 = expert level… I could teach adults about this Fist = Huh??? (no understanding) 1 finger = initial understanding 2 = I’m looking forward to learning more 3 = I get it and I try to add to my instruction 4 = I intentionally teach systems standards in my science class 5 = expert level… I could teach adults about this

17. Our Initial Ideas about Systems Is it a System? Visit each object with a partner Is the object a system? Explain As a table group: Draft a Systems Definition on a strip of paper Is it a System? Visit each object with a partner Is the object a system? Explain As a table group: Draft a Systems Definition on a strip of paper ObjectSyste m? Yes or No Explain Lava lamp Air Plant Seeds Sticky Notes

18. How People Learn 3 Key Findings

20. System Cards Read your System Card(s) Identify the “gist” of your card As a table group, take turns sharing the gist of the System Cards What new ideas and new thinking are you getting from the cards? Would you use any of these excerpts for instruction with students? Why/why not? Read your System Card(s) Identify the “gist” of your card As a table group, take turns sharing the gist of the System Cards What new ideas and new thinking are you getting from the cards? Would you use any of these excerpts for instruction with students? Why/why not? WE will come back together at 6:15

21. Sticky Notes: System or Not a System? With a partner: 1.Read each student idea 2.What does each student seem to know about systems? 3.What probing question might you ask to uncover more understanding of systems A good question frame- “What would you say to someone who said…?” With a partner: 1.Read each student idea 2.What does each student seem to know about systems? 3.What probing question might you ask to uncover more understanding of systems A good question frame- “What would you say to someone who said…?”

22. -Organizes multiple systems tools and resources in one place -Systems overview -Standards -Test & Item Specs -Instructional tools -Vocab list -Assessment examples -Digital document contains embedded hyperlinks -Should be a useful document for your planning -Organizes multiple systems tools and resources in one place -Systems overview -Standards -Test & Item Specs -Instructional tools -Vocab list -Assessment examples -Digital document contains embedded hyperlinks -Should be a useful document for your planning

23. Systems Questions: 1.Find a partner 2.Take turns reading the Questions to Ask about Systems 3.Note where you could use the question with your instructional materials. Systems Questions: 1.Find a partner 2.Take turns reading the Questions to Ask about Systems 3.Note where you could use the question with your instructional materials.

24. Ladybug Toy System Lesson Examine your Ladybug Toy System Use the sheet to guide your thinking about the Ladybug Toy as a System Complete each question with a partner

25. Select one object from the Systems Centers and examine it using the BSQ. a. How does this “model” help you think about systems ideas? b. How is this different than asking “is it a system?” c. How could you use this framework with your students? d. How does this framework connect with systems standards in your grade band?

27. Matter Science: Matter has mass and takes up space Simplified: Matter is the stuff of our world Energy Science: Energy is the ability to do work Simplified: Energy makes matter move, raises its temperature, melts solids, and boils liquids. Energy causes changes in matter.

28.  The NON-Stuff that moves through stuff and makes the stuff do stuff

29.  Describe the energy transfers in the system. An energy transfer is when a form of energy moves from one part of a system to another. For example, in a cup of hot water, heat energy is transferred from the hot water to the cup.

30. Adding Hot Water Video

31. Source-Receiver Diagram (Transfer) Heat Energy Hot Water Cup Decrease in heat energy Increase in heat energy Energy SourceEnergy Receiver …Are there other energy TRANSFERS happening?

32. Energy Transformation An energy transformation is when energy in one form is converted into a different form. For example, when you rub your hands together, the energy of motion (kinetic) changes into heat (thermal) energy.

34. Input/Output Energy Diagram (Transformation) Hands Kinetic EnergyHeat Energy Decrease in chemical potential energy Increase in heat energy Energy Input Energy Output Object Energy Changes

35. Compare the Diagrams: Source-Receiver (transfer of energy) Input / Output (transformation of energy)

36. Holding a bottle of water… …is it hot or cold? Observe the video for energy transfers: What is the energy SOURCE? What is the energy RECEIVER? …What else is going on here (with ENERGY)?

37. Bottle & Hands (Transfer) Energy SourceEnergy Receiver …What else is going on here (with ENERGY)?

38. Take Home Messages We are surrounded by opportunities to teach systems ideas to students. Most science instructional materials DON’T have an intentional Systems focus. There are lots of tools and resources for teaching students about Systems. Systems Thinking is an important 21 st Century Skill

39. Next Time Monday, December 3 rd Same place: Here at the Pierce Co. Skills Center Inquiry- Beyond the Scientific Method Application- Engineering and the Design Process Monday, December 3 rd Same place: Here at the Pierce Co. Skills Center Inquiry- Beyond the Scientific Method Application- Engineering and the Design Process

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